Lack of empathy in math education: a study of practice teacher and his affinity with the area of ​​formation / A falta de empatia no ensino de matemática: um estudo da prática docente e sua afinidade com a área de formação

Abstract

This project seeks to permeate the consequences of failure to identify that teachers have with mathematics. The proposed work has the aim to demystify the teaching and learning of mathematics is a factor too complicated or difficult, but it can be significant and satisfying to be employed with identifiable ties as you are doing. In this context, the work is based on theoretical and practical lines through field research that highlights the study through questionnaires in order to investigate the real empathy with the mathematics of our teachers, as well as the concepts that students- training teachers have their teaching practices in undertaking the teaching and learning of this study area and the importance of the consequences of this lack of identification with the area brings to the process of teaching this very important discipline in student education and its relationship with other Study areas. The results show that difficulty with the mathematical content and the lack of affinity with the discipline comes from a difficulty or fear of the area learning from their previous training. Thus, to establish the feeling of like what you do, we will have more chances to be a good professional in the field, key point to the link between their previous knowledge and training processes foster a walk to one teach with dedication, feeling and love.

Keywords

• Teaching Mathematics
• Passion in Education
• Teacher training